Transcript CH 15 / 16 - Curriculum

CHAPTERS 15 & 16
AFRICA and the AMERICAS
in the Middle Ages
Your Completed Packet
Is DUE WEDNESDAY first thing in class…
NO EXCEPTIONS !
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1st period GROUPS
Group 1: Justin, Jennifer, Chris
Group 2: Patricia, Carlos, Candido
Group 3: Brittaney, Adrian, Cecilia
Group 4: Josh, James, Omar
Group 5: Erik, Marisela, Jonathan
Group 6: Catheryn, Mario, Dylan
Group 7: Richard, Junior, Roxanne, Corinne
ATTENTION Pre-A.P World History classes:
PROJECT II is due Friday.
No Exceptions!
Please come to see me if you have questions about your
sources, how to do M.L.A. citations correctly, etc.
I’m here every morning at 8:20 a.m. !!!
CH. 15, Sec. 2:
Objectives:
Explain how hunting-gathering
societies are organized.
Describe how a stateless society
is governed.
The Igbo of today’s Nigeria are an example of a stateless society.
They are known for masquerades during their Iko Okochi harvest festival.
These masks are from such a masquerade festival.
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CH. 15, Sec. 1:
Objective:
Summarize the effects the arrival of Islam had in creating
Muslim states in west Africa.
The town of Jenne (Djenne) was founded between 800 and 1250
A.D. The city became an important site of Islamic religion and
scholarship. The city's first Islamic king, Koi Konboro, constructed its
first Great Mosque, of adobe, in the thirteenth century. Although the
original structure no longer stands, this remarkable adobe mosque
shown above was rededicated in its place around 1906–7.
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CH. 15, Sec. 2:
Objective:
Explain how the
gold-salt trade
led to the
rise of Ghana.
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CH. 15, Sec. 2:
Objective:
Describe how Sundiata advanced Mali.
The griots of West Africa still tell the 700 year old story of a sickly boy named
Sundiata, who grew up to become a great warrior, expelled a brutal warrior, and
united the Mandinka people. In 1235. Sundiata became mansa, or king, of a new
empire that we know today as Mali. Mali means “where the king resides.”
Sundiata proved himself a great warrior, but he was less interested in power than in
once again making West Africa a safe place to travel and trade. He converted to
Islam, but only as a gesture of goodwill to the merchants and traders. To his own
people, Sundiata presented himself as a champion of traditional West African
religion.
bv
CH. 15, Sec. 2:
Objective:
Describe how
Mansa Musa
advanced Mali.
Mansa Musa captured the attention of the Arab world when he left his home in the West African
kingdom of Mali to make a pilgrimage to Mecca in 1324. Unlike his grandfather Sundiata, Mansa
Musa was a devout Muslim and like all faithful Muslims made a hajj, or holy visit, to the city of
Mecca. Mansa Musa was a very rich king. He was said to have taken more than 500 people with
him on the hajj, each carrying a staff of solid gold. The appearance of a wealthy king from a
faraway land made a deep impression on the people he encountered, causing Mali to appear on
maps throughout the Middle East and Europe. For the first time, sub-Saharan Africa became well
known north of the Sahara Desert for the first time.
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CH. 15, Sec. 3:
Objectives:
Describe the role of east-coast trading cities in
the economy of East Africa.
Identify Great Zimbabwe.
CH. 15, Sec. 3:
Objective:
Identify Great Zimbabwe.
The first whispered reports
of a fabulous stone palace
in the heart of southern Africa
began dribbling into the
One of the eight
soapstone bird
coastal trading
sculptures found at
ports of
Great Zimbabwe.
Mozambique
in the 1500s.
In his 1552
Da Asia,
the most complete chronicle of the Portuguese conquests, João
de Barros wrote of "a square fortress, masonry within and without,
built of stones of marvelous size, and miraculously there appears
to be no mortar joining them."
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CHAPTERS 15 & 16
AFRICA and the AMERICAS
in the Middle Ages
Your Completed Packet
Is DUE WEDNESDAY first thing in class…
NO EXCEPTIONS !
PP Design of T. Loessin; Akins High School
CHAPTERS 15 & 16
AFRICA and the AMERICAS
in the Middle Ages
Your Completed Packet
Is DUE WEDNESDAY first thing in class…
NO EXCEPTIONS !
PP Design of T. Loessin; Akins High School
CH. 16, Sec. 1:
Objective:
Describe various
regional cultures
of pre-Columbian
North America.
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CH. 16, Sec. 1:
Objective:
Describe various regional cultures
of pre-Columbian North America.
Perhaps in a response to Mesoamerican influences from Mexico, the Anasazi began to
turn away from the nomadism of ancient hunting-gathering life and the material poverty
imposed by the limitations of what nomads can carry on their backs. They began living
in small hamlets. They broke the land and took up agriculture. Over time, they acquired
more possessions, stored food, made pottery, adopted the bow and arrow,
domesticated dogs and turkeys.
The Anasazi left their mark on a grand
scale, through the construction of
perhaps the most stunning prehistoric
communities in North America like these
at Mesa Verde.
The Anasazi would prove be resourceful,
adaptable and, ultimately,
the most enduring of the
Pueblo cultural traditions.
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CH. 16, Sec. 1:
Objective:
Describe various regional cultures
of pre-Columbian North America.
About 1390, today's State of New York became
the stronghold of five powerful Indian tribes.
Eventually the Iroquois, Mohawks, Oneidas,
Onondagas, and Cayugas joined together to form
the great Iroquois Nation, or Iroquois League.
The Iroquois used animal
skins, mostly elk, deer, bear
and racoon to make their
clothing. They adorned their
clothing with feathers and
beads and they also
tatooed themselves.
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MAYA
AZTEC
ZAPOTEC
http://www.ancientmexico.com/index.html
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CH. 16, Sec. 2:
Objective: Describe key features of the Mayan civilization.
This altar at Chichen Itza (near Cancun,
Mexico) is carved with lines of human
skulls. Human sacrifice was practiced by
the Maya but not near the extreme as it
was practiced by the Aztec.
Left: A view of El Castillo (also known as
the Temple of Kukulcan) from the top of
The Snake Columned Temple.
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CH. 16, Sec. 3:
Objective: Describe early cultures of the Valley of Mexico such as Teotihuacan and Toltec.
Aztec Pyramid of the Sun; Teotihuacan, Mexico.
Above: The Pyramid of the Sun viewed from the north. This massive
structure is the largest pyramid in Mesoamerica and has a larger base than
the Great Pyramid in Egypt. Teotihuacan had a population of up to 200,000
people by 900 A.D. This made the city one of the largest urban centers in the
world. (Paris at this time had a population of 75,000).
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CH. 16, Sec. 3:
Objective: Explain the rise of the
Aztecs and their creation of an
Empire in the Valley of Mexico.
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CH. 16, Sec. 3:
Objective: Characterize the main features of Aztec religion.
Tenochtitlan Ruins,
Mexico City
A reconstruction of the Sacred Precinct in the center of Tenochtitlan on the
eve of the Spanish conquest in the 1500s. Tenochtitlan was the political and
spiritual center of the Aztecs. The Pyramid of Tlaloc, the rain god, and
Huitzilopochtli, the Aztec tribal god, dominated the center of the Plaza.
Here mass human sacrifice was commonplace.
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CH. 16, Sec. 3:
Objective: Identify factors that led to the decline of the Aztecs.
An artist imagines the scene as Cortez stands on the causeway bridge
leading to Tenochtitlan preparing to meet the Aztec ruler, Moctezuma.
Standing beside Cortez is Dona Marina (the controversial young
woman who assisted the Spanish).
If only the encounter between the two cultures had been as peaceful and
respectful as depicted here. It was not.
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CH. 16, Sec. 4:
Objective: Describe the Inca rise to power
in South America.
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CH. 16, Sec. 4:
Objective: Describe how the Incan government functioned.
“The Incan system of
government was based
on patterns of
community
cooperation. Small
groups of people
known as ayllu
worked together for
the common good.”
Textbook, p. 408
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CH. 16, Sec. 4:
Objective: Describe the discord in the Inca Empire prior to the Spanish conquest.
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Your Completed Packet
Is DUE TOMORROW first thing in class…
NO EXCEPTIONS !
CHAPTERS 15 & 16
AFRICA and the AMERICAS
in the Middle Ages
PP Design of T. Loessin; Akins High School